NCEA Level 2 Classical Studies (90249) 2011 — page 1 of 17
Assessment Schedule – 2011
Classical Studies: Examine in essay format an aspect of the classical world (90249)
Judgement Statement
Achievement
Achievement with Merit
Achievement with Excellence
A
M
E
Achievement with Merit
Achievement with Excellence
Generic Schedule
Achievement
Typical features of an essay at
Achievement level are:
Typical features of an essay at
Merit level are:
Typical features of an essay at
Excellence level are:
•
The essay answers all or parts
of the question set.
•
The essay answers all of the
question set.
•
The essay answers the whole
question set.
•
The essay is structured, with
an introduction, main body and
conclusion.
•
•
•
Supporting evidence is
generally relevant to the topic.
•
The writing style is clear.
The essay has a clearly defined
structure: the introduction
presents the central argument or
outlines the issues to be
discussed; the main body of
information is well organised; the
conclusion is a summation of
key ideas.
The essay has a clearly defined
structure as for Merit, plus each
paragraph contributes to the
development of a coherent, wellbalanced argument or
explanation.
•
A range of comprehensive
supporting evidence, including
primary sources, is directly
relevant to the topic.
•
The writing style is appropriate
and fluent.
The candidate provides a general
description of the aspect. There is
some supporting evidence, but
specific detail is lacking. One part
of the question may be
undeveloped or omitted. There is
little reference to primary source
material.
•
Supporting evidence is relevant
to the topic.
•
The writing style is clear.
All parts of the question are covered,
but treatment may be unbalanced.
Supporting evidence is specific and
detailed, but not consistently
provided. There is some reference to
primary source material, although it
may not be well integrated into the
argument and / or it may be sparse.
The candidate incorporates an
analytical element in the essay,
discussing all parts of the question
fully and in depth. Supporting
evidence is specific, detailed and
consistently provided. A range of
primary source material is referred
to.
NCEA Level 2 Classical Studies (90249) 2011 — page 2 of 17
Evidence Statement
Topic One: Athenian Democracy
Essay Topic (a)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Participation in the Boule
All citizens, whether rich or poor,
could participate in the Boule to
serve the state; it was open to all
social classes. As the positions to
serve were elected by lot from each
of the 10 tribes, any citizen over 30
could participate up to twice in his
lifetime. Poor citizens were allowed
as much political responsibility as
the richer citizens.
Participation in the Boule
All citizens, whether rich or poor,
could participate in the Boule to
serve the state. There were no
limitations on entrance to the Boule;
it was open to all social classes. As
the positions to serve were elected
by lot from each of the 10 tribes, any
citizen over 30 could participate up
to twice in his lifetime. During each
tribes’ prytaneia a different leader
was selected each day. This person
acted as the supreme chairman.
Poor citizens were allowed as much
political responsibility as the richer
citizens.
Participation in the Boule
As for Merit.
To what extent this involvement was
a reflection of the ideals of Athenian
democracy
An ideal of Athenian democracy was
that the people ruled themselves
and that it was the responsibility of
all citizens to take part in ruling the
city-state. People’s abilities were
considered to be equal and it did not
matter whether the person was
wealthy or not.
To what extent this involvement was
a reflection of the ideals of Athenian
democracy
An ideal of Athenian democracy was
that the people ruled themselves
and that it was the responsibility of
all citizens to take part in ruling the
city-state. People’s abilities were
considered to be equal and it did not
matter whether the person was
wealthy or not. “We are called a
democracy because the whole
people and not a minority rule.”
(Thucydides, Perikles’ Funeral
Oration). This principle allowed for
leaders from lower social classes,
such as Kleon who was the son of a
tanner, to become powerful leaders
in the city-state. The idea that any
citizen can rise to prominence was
considered to be an ideal of
democracy, which the Athenians
strongly believed in.
To what extent this involvement was
a reflection of the ideals of Athenian
democracy
As for Merit, plus:
These ideals of Athenian democracy
were so widely held that they
entered into all aspects of Greek
culture. Euripides states in the
Suppliants: “It is not ruled by one
man, but by all the people.”
Participation in the Ekklesia, Boule,
law courts and military were a way
to show pride in the city-state. The
democratic ideal of governance
being shared across all wealth
classes meant that a poor citizen’s
contribution is equally important as a
wealthy citizen in all of these
systems of government.
Other points are possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 3 of 17
Topic One: Athenian Democracy
Essay Topic (b)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Solon’s social and economic
reforms
Solon reformed the social structure
of Athens by creating social classes
based on wealth, not birth. The
classes were determined by set
measures of produce. The top social
class was the pentacosimedimni
(the men of 500 measures). Solon
instituted the “seisachtheia” or
shaking off of burdens. He cancelled
the outstanding debts that enslaved
many poor citizens. He also
removed the horoi, which demanded
that non-landholding farmers paid
1/6 of their produce to the
landowners.
Solon’s social and economic
reforms
Solon reformed the social structure
of Athens by creating social classes
based on wealth, not birth. This
timocratic structure reformed the
social classes and impacted on the
political structure of Athens. The
classes were determined by set
measures of produce. The top social
class was the pentacosimedimni
(the men of 500 measures). This
was a mix of the old eupatridae
class, the aristocrats, and the
wealthy merchants and traders. The
other social classes were the
hippeis (producing the equivalent of
300 measures per year), zeugitae
(producing 200 measures per year)
and thetes who produced less than
200 measures per year.
Solon also instituted social reforms
around immigrants. He encouraged
skilled craftsmen to immigrate to
Attica and made it compulsory for a
man to teach his son a trade “he
enacted a law that if a father
neglected to teach his son a trade,
the son was under no obligation to
support him” (Plutarch). Solon
instituted the “seisachtheia” or
shaking off of burdens. He cancelled
the outstanding debts that enslaved
many poor citizens. Many citizens
were returned from slavery
overseas. He also removed the
horoi, which demanded that nonlandholding farmers paid 1/6 of their
produce to the landowners. Solon
himself states “I tore the pillars
planted everywhere and set you
free, who then had been a slave”.
He encouraged the growth of trade
and industry. As many citizens who
had been freed from debt slavery
were now without a means to
support themselves, Solon
encouraged many to learn a craft.
This was designed to encourage
Athens to move away from
agriculture and into trade to address
Solon’s social and economic
reforms
As for Merit.
Compromises made by the nobles
and the impact of these reforms on
the top social classes
The top social class, the
pentacosiomedimni, were able to
become archons and serve on the
Areopagus; this was a compromise
made by the nobles as some
nobles, including Solon, were no
longer in the top social class.
Compromises made by the nobles
and the impact of these reforms on
the top social classes
As for Merit, plus:
Another impact on the aristocratic
citizens was the loss of interest off
loans. Plutarch states that neither
the rich nor the poor were happy
with Solon’s reforms: “his policy did
not please either party. The rich
were angry at being deprived of their
securities”. There was no
remuneration for the former
aristocratic class when the indebted
slaves were returned to Attica.
Other points are possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 4 of 17
the economic instability in Athens.
Compromises made by the nobles
and the impact of these reforms on
the top social classes.
The nobles were willing to
compromise in order to secure
Attica against a tyrant. The largest
compromise made was the change
in the social classes so that they
were now based on wealth instead
of the aristocratic demands of both
land and birth. The top social class,
the pentacosiomedimni, were able
to become archons and serve on the
Areopagus; this was a compromise
made by the nobles as some
nobles, including Solon, were no
longer in the top social class.
Another compromise made by the
nobles was to allow the lowest
social class to participate in
government. Solon says: “I gave to
the people as much esteem as is
sufficient for them, not detracting
from their honour or reaching out to
take it and to those who had power
and were admired for their wealth, I
declared that they should have
nothing unseemly.” The Ekklesia
was opened up to lowest social
class, their vote in the assembly was
equal to that of a former eupatridae.
NCEA Level 2 Classical Studies (90249) 2011 — page 5 of 17
Topic One: Athenian Democracy
Essay Topic (c)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
The role of the Ekklesia
The Ekklesia was the assembly of
all the people. Male citizens over 18
years could take part in the
Ekklesia. They discussed and voted
on laws and nominated and voted in
magistrates. Any citizen could bring
up matters to be debated in the
second meeting of the prytanny as
long as the Boule approved it.
The role of the Ekklesia
The Ekklesia was the assembly of
all the people. Male citizens over 18
years could take place. They
discussed and voted on laws and
nominated and voted in magistrates.
“Elections were held after the sixth
prytanny.” (Aristotle) There were set
meetings for the different roles of
the Ekklesia, one meeting of each
prytanny was for both religious and
secular matters and dealing with
foreign ambassadors. Any citizen
could bring up matters to be
debated in the second meeting of
the prytanny as long as the Boule
approved it. The Ekklesia was also
the body where an ostracism would
take place in the sixth prytanny of
the year.
The role of the Ekklesia
As for Merit.
How these two bodies worked
together to govern the state
The Ekklesia and Boule worked well
together to govern the state. The
Boule dealt with foreign
ambassadors and set the agenda
for the Ekklesia. The Ekklesia was
the place for all citizens to
participate in government and fulfil
their civic duty.
How these two bodies worked
together to govern the state
The Ekklesia and Boule worked well
together to govern the state. The
Boule dealt with foreign
ambassadors and set the agenda
for the Ekklesia. Aristotle
acknowledges the close role
between the Boule and the Ekklesia,
“they drew up the agenda for the
Ekklesia”. The Ekklesia was the
place for all citizens to participate in
government and fulfil their civic duty.
The Ekklesia existed before the
Boule and the introduction of the
council showed that a more formal
way to govern was needed. By
having set representatives for a
prytanny, there was consistency in
the day to day running of the state;
the prytaneis were always on duty
as they were housed at the expense
of the state.
How these two bodies worked
together to govern the state
As for Merit, plus:
“Our council (Boule) always receives
people first with great politeness and
reasonableness, but the full
Assembly of the people is a great
deal less polite and considerably
more demanding.” (Plutarch) The
Boule and the Ekklesia are both
bodies that are needed by the state.
The Boule acts as the formal side of
the city-state; they met foreign
ambassadors and examined the
magistrates. The Ekklesia would not
be an appropriate forum for this as
the citizens were not always in the
city as many came from the country
or the coast.
Other points are possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 6 of 17
Topic Two: Athenian Social Life
Essay Topic (a)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the life of poor Athenian
men, women and children of the
citizen class
Discuss the life of poor Athenian
men, women and children of the
citizen class
Discuss the life of poor Athenian
men, women and children of the
citizen class
• Education
Poor boys attended school at
primary level to learn to read and
write but their education would have
often been interrupted so they could
assist their parents with their work,
either at the agora or the fields.
• Education
Poor boys most probably attended
school at primary level and learned
to read and write. They also
attended the gymnasia as there was
no cost involved but they may not
have been able to afford training
with a paidotribe.
Most importantly, the education of
poor children would have often been
interrupted so they could assist their
parents with their work, either at the
agora or the fields.
It would be very rare for a poor
young man to receive any form of
education from sophists because
they charged high fees, as the
historian Xenophon says in his
Memorabilia.
• Education
Girls from poor families were
educated by women of the
household, for example their
grandmother, if their mother went
out to work. Poor boys, however,
most probably attended school at
primary level and learned to read
and write. They also attended the
gymnasia as there was no cost
involved but they may not have
been able to afford training with a
paidotribe. Poor children most
probably did not learn to play a
musical instrument if they could not
afford to own one. Most importantly,
the education of poor children would
have often been interrupted so they
could assist their parents with their
work, either at the agora or the
fields, picking olives and tending to
the goats.
It would be very rare for a poor
young man to receive any form of
formal education after the age of 14
from sophists, partly because they
charged high fees, as the historian
Xenophon says in his Memorabilia,
and partly because they would be
expected to join their fathers at
work.
The differences and similarities in
the daily life of poor women and
wealthy women of the citizen class
Poor women worked with their
husbands, whereas wealthy women
lived secluded lives spending most
of their days in the women’s
quarters. Here, women did their
weaving and sewing, as we see on
a Greek vase by the Amasis Painter.
The differences and similarities in
the daily life of poor women and
wealthy women of the citizen class
Poor women would join their
husbands at work in the agora or in
the fields whereas wealthy women
lived secluded lives spending most
of their days in the gynaeceum.
Here, women did their weaving and
sewing, as we see on the Amasis
Painter’s Attic Black-Figure
Lekythos.
The differences and similarities in
the daily life of poor women and
wealthy women of the citizen class
Poor women often joined their
husbands at work in the agora or in
the fields, whereas wealthy women
lived secluded lives spending most
of their days in the gynaeceum.
Here, women did their weaving and
sewing as we see on the Amasis
Painter’s Attic Black-Figure
Lekythos. They also cared for the
children, the sick and the old
members of their family and
NCEA Level 2 Classical Studies (90249) 2011 — page 7 of 17
socialised with other women of the
household. Poor women would also
go to the water fountain to fetch
water and to the river to wash the
family clothes, whereas wealthy
women most probably sent slaves
out to do these chores.
NCEA Level 2 Classical Studies (90249) 2011 — page 8 of 17
Topic Two: Athenian Social Life
Essay Topic (b)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the activities undertaken at:
Discuss the activities undertaken at:
Discuss the activities undertaken at:
•
The symposia
At the symposion men had dinner
with their friends, drank wine and
conversed about politics and
philosophy. The guests were
entertained by singers and hetairae
and also participated in games such
as kottabos; this is shown on a RedFigure vase painting from the 5th
century.
Discuss reasons why they
participated in these activities
Athenian men loved to socialise with
their friends, philosophise and
discuss issues that were of interest
to all Athenian citizens and the
symposion provided a venue for
these activities.
•
The symposia
Men and teenage boys were invited
to friend’s places several times a
week, where they had dinner
together, drank wine and conversed
about politics and philosophy. The
symposiasts were entertained by
singers and hetairae and also
participated in games such as
kottabos; this is often depicted on
vase paintings for example, a
column krater by the Pig Painter.
At the symposion, men also sung
hymns and offered libations to the
gods.
Discuss reasons why they
participated in these activities
As Xenophon writes in his
Symposium, Athenian men loved to
socialise with their friends; the
symposion enabled Athenian men to
take time out of their busy day to
socialise with their male friends and
hetairae, whose company they
enjoyed immensely as their wives
were not educated.
Athenian men also loved to
philosophise and discuss issues that
were of interest to all Athenian
citizens and the symposion provided
a venue for these activities.
• The symposia
The symposion was a social
gathering for male aristocrats. Men
and teenage boys were invited to
friend’s places several times a
week, where they had dinner
together, drank wine, conversed
about politics, philosophy and
current events and generally
enjoyed themselves in a convivial
atmosphere. The symposiasts were
entertained by singers and hetairae
and also participated in games such
as kottabos; this is often depicted on
vase paintings for example, a 5thcentury red-figure column krater by
the Pig Painter.
Aside from being a social occasion,
the symposion also included several
elements of ritual; for example, each
symposion began with a ritual
washing of feet, wine libations were
offered to the Olympian gods and
prayers and hymns were sung to the
accompaniment of the aulos.
Discuss reasons why they
participated in these activities
At the symposion men also
practised the customs and traditions
that were important to all Athenian
men; they offered libations and sung
hymns to their gods, played
competitive games and engaged in
erastes / eromenos relationships.
Other answers possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 9 of 17
Topic Two: Athenian Social Life
Essay Topic (c)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss how the grammatistes
contributed to a boy’s education,
including:
Discuss how the grammatistes
contributed to a boy’s education,
including:
Discuss how the grammatistes
contributed to a boy’s education,
including:
• what they taught
The Grammatistes taught boys
reading, writing and arithmetic. They
used Homer’s poetry to teach heroic
values such as courage.
• what they taught
The Grammatistes taught boys to
read and write, basic arithmetic,
lliterature appreciation and Athenian
values, for example they used
Homer’s poetry to teach heroic
values such as courage. We have
evidence of this in Plato’s
Protagoras.
• what they taught
The Grammatistes taught boys to
read and write, basic arithmetic,
lliterature appreciation and
sometimes, drawing and painting.
They also taught Athenian values,
for example the concept of kalos kie
agathos, that is, how to achieve
balance and harmony of body and
mind. They used Homer’s poetry to
teach heroic values for example
courage and love for your country.
Plato in his Protagoras wrote: “when
a boy does learn his letters … they
set him to read the poems of the
good poets … poems full of maxims
and the description and praise and
glorification of good men of the past
so that the boy may emulate and
imitate them and yearn to be like
them himself.”
Discuss the ways in which the
purpose of Athenian education was
to educate boys to be good citizens
According to Aristotle, boys were
trained physically so they could fight
and protect their city in time of war.
Discuss the ways in which the
purpose of Athenian education was
to educate boys to be good citizens
From an early age, boys were
educated in the Athenian values of
courage and patriotism so they were
good and worthy citizens as the
philosopher Aristotle says in Politics.
Also according to Aristotle in
Politics, boys trained physically, so
they were strong and able to fight
and protect their polis in time of war.
Discuss the ways in which the
purpose of Athenian education was
to educate boys to be good citizens
From an early age, boys were
educated in the Athenian values of
courage and patriotism so they were
good and worthy citizens as the
philosopher Aristotle says in Politics.
Also according to Aristotle in
Politics, boys trained physically, so
they were strong and able to fight
and protect their polis in time of war.
The sophists educated young men
in the art of public speaking so they
would serve their polis well by being
eloquent and confident debaters and
speakers in the ekklesia.
NCEA Level 2 Classical Studies (90249) 2011 — page 10 of 17
Topic Three: Roman Politics in the Age of Caesar and Cicero
Essay Topic (a)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Cicero’s attempt to create a concord
of the orders
Cicero wanted to create unity
between the senatorial and
equestrian orders. His ideal was
unrealistic because it failed to take
into account the factions that had
been built up. The senatorial class
did not want to give up their hold on
their traditional power and the
equestrian class were wedded to
their own business and moneymaking interests
Cicero’s attempt to create a concord
of the orders
Cicero wanted to create unity
between the senatorial and
equestrian orders. His ideal was
unrealistic because it failed to take
into account the factions that had
been built up. Cicero clearly thought
he had achieved the concordia
ordinum, He claimed that he had the
support of “men of every rank, every
class, every age” but this could not
be sustained, especially after the
threat of Catiline was removed. The
senatorial class did not want to give
up their hold on their traditional
power and the equestrian class
were wedded to their own business
and money-making interests.
Cicero’s attempt to create a concord
of the orders
Cicero wanted to create unity
between the senatorial and
equestrian orders, which he thought
had been successfully done in the
Catilinarian conspiracy. His ideal
was unrealistic because it failed to
take into account too many of the
realities of late Republican political
and social life and the factions that
had been built up. Cicero clearly
thought he had achieved the
concordia ordinum, when he says in
his one of his Catilinarian speeches
“If this harmony, brought about in
my consulship, can survive for ever
in the Republic, then we shall never
again see the State torn apart by
civil war and strife.” The threat of
arson and massacre temporarily
united Rome in 63 BCE, but
Cicero’s claim that he had the
support of “men of every rank, every
class, every age” could not be
sustained, especially after the threat
of Catiline was removed. The
senatorial class did not want to give
up their hold on their traditional
power and the equestrian class
were wedded to their own business
and money-making interests. When
ambitious individuals, such as the
triumvirs, were prepared to play one
group off another, there was little
hope that Romans would work
together
NCEA Level 2 Classical Studies (90249) 2011 — page 11 of 17
Topic Three: Roman Politics in the Age of Caesar and Cicero
Essay Topic (b)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the reasons for the
formation of the alliance
The alliance known as the First
Triumvirate was to benefit each of
the triumvirs, Pompey, Caesar and
Crassus. All three needed each
other in order to dominate the
senate together. Pompey wanted
land for his veteran soldiers and his
eastern settlement to be ratified.
Crassus wanted the equites to be
compensated for taxes paid. Caesar
wanted to stand for the consulship in
absentia.
Discuss the reasons for the
formation of the alliance
The alliance known as the First
Triumvirate was a private
arrangement to benefit each of the
triumvirs, Pompey, Caesar and
Crassus. All three had been blocked
by the Senate and needed each
other in order to dominate the
senate together. Pompey wanted
land for his veteran soldiers and his
eastern settlement to be ratified.
Crassus wanted the equites to be
compensated for taxes they were
being wrongly forced to pay. Caesar
wanted to stand for the consulship in
absentia so that he could celebrate
his triumph before coming back into
the city. The historian Velleius
explains that they recognised
individual power and advantages in
each other.
Discuss the reasons for the
formation of the alliance
The alliance known as the First
Triumvirate was a private
arrangement to benefit each of the
triumvirs, Pompey, Caesar and
Crassus. All three had been blocked
by the Senate and needed each
other in order to dominate the
senate together. The historian
Velleius explains that they
recognised individual power and
advantages in each other, such as
Pompey’s popularity and Caesar’s
position as consul, which they could
each utilise. Pompey wanted land
for his veteran soldiers and his
eastern settlement to be ratified but
the conservative element in the
senate blocked this. Crassus
wanted the equites to be
compensated for taxes they were
being wrongly forced to pay in Asia,
which the senate refused. Caesar
wanted to stand for the consulship in
absentia so that he could celebrate
his triumph before coming back into
the city, but the senate refused this
so he had to come back as a private
citizen to stand. Despite differences
of opinion between Crassus and
Pompey, the three men thought they
could overcome the senate’s
opposition by working together.
NCEA Level 2 Classical Studies (90249) 2011 — page 12 of 17
Topic Three: Roman Politics in the Age of Caesar and Cicero
Essay Topic (c)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the structure of government
in the period known as the Republic
The people’s power was
demonstrated in various assemblies.
The comitia curiata had no lawmaking function. The tribal assembly
was made up of thirty-five tribes.
The consuls took laws to this group
for voting.
The assembly of the plebeians was
also tribal. Tribunes took resolutions
to the assembly and any resolution
passed became law.
The assembly of centuries was an
assembly based on wealth and
social status. It only had minor lawmaking power.
Discuss the structure of government
in the period known as the Republic
Discuss the structure of government
in the period known as the Republic
The people’s power was
demonstrated in various assemblies,
which had voting rights but these
were limited.
The comitia curiata had no lawmaking function and only confirmed
that power had been gained by
senior magistrates.
The comitia tributa (the tribal
assembly) was made up of thirty-five
tribes. The consuls took laws to this
group for voting. The assembly also
elected the lower magistrates.
The concilium plebis (assembly of
the plebeians) was also tribal.
Tribunes took resolutions to the
assembly and any resolution passed
became law.
The comitia centuriata (the
assembly of centuries) was an
assembly based on wealth and
social status. It only had minor lawmaking power.
The people’s power was
demonstrated in various assemblies,
which had voting rights, but these
were limited. Only bills with
senatorial approval made their way
to the assemblies.
The comitia curiata was the oldest
assembly. It had no law-making
function and only confirmed that
power had been gained by senior
magistrates.
The comitia tributa (the tribal
assembly) was made up of thirty-five
tribes, with one vote per group. The
consuls took laws to this group for
voting. The assembly also elected
the lower offices of quaestor and
aedile.
The concilium plebis (assembly of
the plebeians) was also tribal, but
only plebeians could attend.
Tribunes took resolutions to the
assembly and any resolution passed
became law. This assembly elected
the tribunes and some aediles.
The comitia centuriata (the
assembly of centuries) was an
assembly based on wealth and
social status. There were 193
centuries, with one vote per group It
elected the censor, praetor and
consul, but had only minor lawmaking power.
NCEA Level 2 Classical Studies (90249) 2011 — page 13 of 17
Topic Four: Roman Social Life
Essay Topic (a)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the institution of slavery in
ancient Rome, including:
Discuss the institution of slavery in
ancient Rome, including:
Discuss the institution of slavery in
ancient Rome, including:
The origins and sources of
slaves
The largest source of slaves was
people captured at war and sold at
the market. Such slaves originated
from places like Macedonia.
•
The origins and sources of
slaves
The largest source of slaves was
people captured at war and sold at
the market. Such slaves originated
from places like Macedonia and
Carthage. Roman citizens could
also become slaves if they owed
money or committed a criminal act.
•
•
Discuss Roman attitudes to slaves
and reasons for these attitudes
Romans saw their slaves as
property and therefore, owners had
the right to do as they pleased with
their slaves.
Treatment was typically more brutal
in agriculture, mining, and factories.
Household slaves and highly skilled
slaves often had direct contact with
their owners and his family and
therefore gained their trust and
became close to them; this led to
better treatment and a better
lifestyle for the slave.
Discuss Roman attitudes to slaves
and reasons for these attitudes
Romans saw their slaves as
property and therefore, owners had
the right to do as they pleased with
their slaves. During the republic,
slaves were totally unprotected by
law and therefore they could be
beaten, raped and even killed by
their owner with no repercussions
for his actions. During the empire,
however, it became a crime to
abandon slaves when sick or to kill
them.
Treatment was typically more brutal
in agriculture, mining, and factories.
Household slaves and highly skilled
slaves often had direct contact with
their owners and his family and
therefore gained their trust and
became close to them; this led to
better treatment and a better
lifestyle for the slave. Cicero for
example, expressed his admiration
for the good qualities of his slaves.
The origins and sources of
slaves
The largest source of slaves was
people captured at war and sold at
the market. Such slaves originated
from places like Macedonia, Illyria,
and Carthage. Roman citizens could
also become slaves if they owed
money or committed a criminal act.
Exposed children could be captured
and sold into slavery and the
children of slaves would also
become slaves.
Discuss Roman attitudes to slaves
and reasons for these attitudes
Romans saw their slaves as
property and therefore, owners had
the right to do as they pleased with
their slaves. Therefore the welfare of
slaves depended totally upon the
owner and in particular the
paterfamilias.
During the republic, slaves were
totally unprotected by law and
therefore they could be beaten,
raped and even killed by their owner
with no repercussions for his
actions. During the empire,
however, it became a crime to
abandon slaves when sick or to kill
them.
Harsh treatment was usually
restrained, as owners did not want
to harm their “investment”.
Treatment was typically more brutal
in agriculture, mining, and factories.
Household slaves and highly skilled
slaves often had direct contact with
their owners and his family and
therefore gained their trust and
became close to them; this led to
better treatment and better lifestyle
for the slave. Cicero for example,
expressed his admiration for the
good qualities of his slaves.
Slaves often rebelled against their
NCEA Level 2 Classical Studies (90249) 2011 — page 14 of 17
owners; for example in 73–71 BCE
Spartacus led a rebellion of 120 000
men. Because of this, the Romans
regarded slaves as dangerous and
untrustworthy.
Other answers possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 15 of 17
Topic Four: Roman Social Life
Essay Topic (b)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the customs associated
with the death of a wealthy Roman
Discuss the customs associated
with the death of a wealthy Roman
Discuss the customs associated
with the death of a wealthy Roman
•
The closest relative kissed the
deceased and closed his eyes.
•
The relatives began
lamentations and the body was
then washed and anointed with
oils and dressed in his best
clothes.
•
After the body was prepared, it
lay in the family home so people
could come and pay their last
respects.
Discuss the ways in which these
customs reflect Roman attitudes to
family
The customs of washing, anointing,
dressing out the body, inviting
friends to pay their respects, public
eulogies, making annual offerings at
the tomb, were all designed to
honour and show respect to the
deceased.
.
•
The body was placed on the
ground or close to the earth that
would receive it.
•
The body was placed on the
ground or close to the earth that
would receive it.
•
The closest relative sealed the
passing of spirit from the body
with a last kiss. He then closed
the eyes and placed a coin on
the tongue to be collected by
Charon.
•
•
The relatives began
conclamatio, calling on the
deceased by name three times
to ensure that the spirit had truly
left.
The closest relative sealed the
passing of spirit from the body
with a last kiss as if catching his
last breath. He then closed the
eyes and placed a coin on the
tongue to be collected by
Charon, who would ferry the
soul across the river Styx and
into Hades.
•
The relatives began
conclamatio, calling on the
deceased by name three times
to ensure that the spirit had truly
left.
•
The body was then washed and
anointed with sweet smelling
oils. The bodies of male citizens
were dressed in togas, and
others in clothes appropriate to
their station in life.
•
After the body was prepared, it
lay in state in the atrium of the
family domus so that family and
friends could visit to pay their
last respects. For example, the
Roman poet Catullus writes of
his long journey to attend to the
funeral rites of his brother.
•
•
The body was then washed and
anointed with sweet smelling
oils. The bodies of male citizens
were dressed in togas, and
others in clothes appropriate to
their station in life.
After the body was prepared, it
lay in state in the atrium of the
family domus so that family and
friends could visit to pay their
last respects.
Discuss the ways in which these
customs reflect Roman attitudes to
family
Roman burial customs show that
love and care for the deceased
continued well after death, eg the
customs of laying the person on the
earth and placing a coin on the eyes
for the ferryman were intended to
make sure that the deceased would
enter Hades.
Discuss the ways in which these
customs reflect Roman attitudes to
family
Memorial festivals also highlight
their love and affection for deceased
members of their family but they
also show that the Romans had a
strong sense of obligation towards
their family eg on the feralia, the
annual celebration of the deceased
person’s birthday, families gathered
together at the tomb to light lamps,
make offerings to the dead and the
gods and feast together.
Other answers possible.
NCEA Level 2 Classical Studies (90249) 2011 — page 16 of 17
Topic Four: Roman Social Life
Essay Topic (c)
Achievement
Achievement with Merit
Achievement with Excellence
An example of supporting evidence
that lacks specific detail might be:
While all points might not be this
well developed, an example of
supporting evidence that is specific
and detailed might be:
An example of a detailed point of
discussion might be:
Discuss the role of the matrona,
including what was expected of the
ideal matrona
The ideal matrona was expected to
produce sons and care for the
children and their education.
She was also expected to be a
frugal and efficient household
manager and be able to spin wool
and weave so she could produce
the family clothing.
Discuss the role of the matrona,
including what was expected of the
ideal matrona
The traditional role of the matrona
was to serve her husband by being
a good and faithful wife and mother.
She was expected to produce
children and especially sons and
care for them and their education; a
good example of the ideal matrona
is Tiberius’ wife, Cornelia who
according to Plutarch, was a good
mother and took care of their
children’s education.
The ideal matrona was also
expected to be a frugal and efficient
household manager and be able to
spin wool and weave so she could
produce the family clothing.
Discuss the role of the matrona,
including what was expected of the
ideal matrona
The traditional role of the matrona
was to serve her husband by being
a loyal and devoted wife and
mother. The ideal matrona was
totally faithful to her husband so
there was no dispute about the
paternity of the children. She was
also expected to produce children,
especially sons and care for them
and their education. The ideal
matrona was also expected to be a
frugal and efficient household
manager and be able to spin wool
and weave so she could produce
the family clothing. Finally she was
expected to show piety and honour
the family gods.
For example, Plutarch in the Life of
Tiberius Gracchus writes that
Tiberius’ widow, Cornelia, was the
perfect example of a matrona .
“Cornelia, took upon herself all the
care of the household and the
education of her children and
approved herself so discreet a
matron, so affectionate a mother,
and so constant and noble-spirited a
widow”.
Discuss the ways in which the role
of the matrona changed in the late
republic and reasons why
Women gained more control over
their dowries so they could leave the
raising of the children and
household chores to the slaves; the
matrona could now spend her time
engaging in a variety of social and
even business activities.
Discuss the ways in which the role
of the matrona changed in the late
republic and reasons why
By the late republic the role of the
matrona changed considerably.
Women gained more control over
their dowries and kept their property
separate from that of their husband
so they gained financial freedom.
This enabled wealthy women to
leave the raising of the children and
household chores to the slaves; the
matrona could now spend her time
engaging in a variety of social and
cultural interests and even business
activities.
Discuss the ways in which the role
of the matrona changed in the late
republic and reasons why
By the late republic the role of the
matrona changed considerably.
When a late republic woman got
married she remained under the
control of her father instead of
passing under the control of the
husband and therefore she tended
to have more freedom. A late
republic woman could even divorce
her husband.
Women also gained more control
over their dowries and kept their
property separate from that of their
husband so they gained financial
freedom. This enabled wealthy
NCEA Level 2 Classical Studies (90249) 2011 — page 17 of 17
women to leave the raising of the
children and household chores to
the slaves; the matrona could now
spend her time engaging in a variety
of social and cultural interests and
even business activities.
Other answers possible.